This study was an ex post facto descriptive attempt to investigate the relationship between EFL learners’ use of reading strategies and comprehension of expository and argumentative text across different proficiency levels. In order to fulfill the purpose of this study, 120 female EFL learners aged within the range of 14 to 30 years participated in the study. The sample was selected from one of the branches of ILI language school. As proficiency levels were considered as a variable in this study, each level namely beginner, intermediate, and advanced levels included 44, 51, and 25 participants. Students were assigned to each level through the International Language Institute’s (ILI) placement test. In the first session, a Persian version of Strategy Inventory for Language Learning (SILL) questionnaire was administered to students. The SILL is the most widely used instrument for identifying reading strategies and in was created by Oxford (1990). In the second session, the participants took the reading tests. Each subject was assigned a test booklet which contained four reading passages (two expository and two argumentative passages). The Flesch Reading Ease formula was used in order to determine the suitable level of texts. Flesch Reading Ease Formula is considered one of the oldest and most accurate readability formulas. Finally, Pearson correlation and multiple regression analyses were used to analyze the data. The results of this research revealed that, there is a significant relationship between EFL learners’ use of reading strategies and their comprehension of expository and argumentative texts across different proficiency levels. Also it was shown in the data analysis that EFL learners’ use of reading strategy was a significant predictor of their comprehension of expository and argumentative texts.

 

 

 

 

                                                            Table of Contents

 

Acknowledgment…………………………………………………………………………………iii

Abstract……………………………………………………………………………………………iv

List of Contents……………………………………………………………………………………v

List of Tables……………………………………………………………………………….…….ix

List of Figures………………………………………………………………………………….…xii

CHAPTER I: Background and Purpose

   1.1 Introduction……………………………………………………………………..……………2

1.2 Statement of the Problem ………………………………………………………..…………5

1.3 Statement of the Research Questions……………………………………………..…………8

1.4 Statement of the Research Hypotheses……………………………………………………10

1.5 Definition of Key Terms…………………………………………………………………..12

1.5.1 Argumentative text …………………………………………………………………..12

1.5.2 Expository text ………………………………………………………………………12

1.5.3 Proficiency level ……………………………………………………………………………………………13

1.5.4 Reading strategy………………………………………………………………….…..13

This study was an ex post facto descriptive attempt to investigate the relationship between EFL learners’ use of reading strategies and comprehension of expository and argumentative text across different proficiency levels. In order to fulfill the purpose of this study, 120 female EFL learners aged within the range of 14 to 30 years participated in the study. The sample was selected from one of the branches of ILI language school. As proficiency levels were considered as a variable in this study, each level namely beginner, intermediate, and advanced levels included 44, 51, and 25 participants. Students were assigned to each level through the International Language Institute’s (ILI) placement test. In the first session, a Persian version of Strategy Inventory for Language Learning (SILL) questionnaire was administered to students. The SILL is the most widely used instrument for identifying reading strategies and in was created by Oxford (1990). In the second session, the participants took the reading tests. Each subject was assigned a test booklet which contained four reading passages (two expository and two argumentative passages). The Flesch Reading Ease formula was used in order to determine the suitable level of texts. Flesch Reading Ease Formula is considered one of the oldest and most accurate readability formulas. Finally, Pearson correlation and multiple regression analyses were used to analyze the data. The results of this research revealed that, there is a significant relationship between EFL learners’ use of reading strategies and their comprehension of expository and argumentative texts across different proficiency levels. Also it was shown in the data analysis that EFL learners’ use of reading strategy was a significant predictor of their comprehension of expository and argumentative texts.

 

 

 

 

                                                            Table of Contents

 

Acknowledgment…………………………………………………………………………………iii

Abstract……………………………………………………………………………………………iv

List of Contents……………………………………………………………………………………v

List of Tables……………………………………………………………………………….…….ix

List of Figures………………………………………………………………………………….…xii

CHAPTER I: Background and Purpose

   1.1 Introduction……………………………………………………………………..……………2

1.2 Statement of the Problem ………………………………………………………..…………5

1.3 Statement of the Research Questions……………………………………………..…………8

1.4 Statement of the Research Hypotheses……………………………………………………10

1.5 Definition of Key Terms…………………………………………………………………..12

1.5.1 Argumentative text …………………………………………………………………..12

1.5.2 Expository text ………………………………………………………………………12

1.5.3 Proficiency level ……………………………………………………………………………………………13

1.5.4 Reading strategy………………………………………………………………….…..13

 

    1.6 Significance of the Study………………………………………………………………….14

    1.7 Limitations, Delimitations, and Assumption ……………………………………………..16

 

CHAPTER II: Review of the Related Literature

2.1 What is reading?……………………………………………………………………………………………………19

2.1.1 Importance of reading …………………………………….……………………..……22

2.1.2 Approaches to reading skill ……………………………………………..……………25

2.1.3 Reading comprehension theories ……………………………………………………..26

2.1.3.1 Schema Theory …………………………………………………………………27

2.1.3.2. Sub skills View of Reading ……………………………………………………28

 

2.1.4 Different Kinds of Reading …………………………………………………………..31

2.1.5 Teaching and Learning Reading ……………………………………………………..34

 

2.1.6 Strategy ………………………………………………………………………………36

 

2.1.6.1 Learning Strategy ……………………………………………………………..39

2.1.6.2 Reading Strategies …………………………..…………………………………39

2.1.6.2.1 Extensive and Intensive Reading Strategies ……………..……………46

2.1.6.2.2 Cognitive Strategies ……………………………………………………47

2.1.6.2.3 Metacognitive Strategies ………………………………………………49

2.1.6.2.4 Compensation Strategies ………………………………………………50

2.1.6.2.5 Scanning and Skimming Reading Strategies ………………………….51

2.1.7 L1/L2 Reading Strategies ………………..…………………………………………..55

2.1.8. Learner Strategy Training ……………………………………………………………58

2.2 Text ……………….……………………………………………………………………….59

2.2.1 Text comprehension ……………………………………………………………………60

2.2.2 Text type ……………..………………………………………………………………..62

2.2.2.1 Expository text ……….…………………………………………………………68

2.2.2.2 Students with Learning Disabilities and Expository Text ………………………70

2.2.2.3 Argumentative text …………………….………………………………………..73

2.2.3 Connectives, text types, and reading comprehension ………..………………………..76

2.2.4 Two Approaches to Text Type Analysis ……..……………………………………….77

2.2.5 Genre and Text Type ………………………………………………………………….79

CHAPTER III: Method

3.1 Introduction …………………………………………………………………………………86

3.2 Participants …………………………………………………………..…………………….88

3.3 Instrumentation …………………………………………………………………………….88

3.3.1 Test of Reading Comprehension …….……………………………………..………….88

3.3.2 Reading strategies questionnaire ……………………………………………………….91

3.4 Procedure …………………..………………………………………………………………91

3.5 Design …………….……………………………………………………………………….93

3.6 Statistical Analysis ………………..……………………………………………………….94

CHAPTER IV: Research and Discussion

4.1 Introduction ………………………………………………………………………………..96

4.2 Restatement of the Research Hypotheses …………………….……………………………96

4.3 Reliability Analysis ………………………………………………………………………..98

4.4 Descriptive Statistics of the SILL Questionnaire ………………………………………….99

4.5 Descriptive Statistics of the Reading Comprehension Tests ……………….…………….101

4.6 Testing the Hypotheses of the Study ……………………………….…………………….107

4.7 Discussion of the Findings ………………..………………………………………………124

CHAPTER V: Conclusion and Pedagogical Implications

5.1 Introduction ……………………………………………………………………………….130

5.2 Procedures and Summery of the Findings ….…………………………………………….130

5.3 Pedagogical Implications ………………………………………………………………….131

5.4 Suggestions for Further Research ……………………………….………………………..133

References………………………………………………………………………………………134

Appendices

Appendix A …………………….…………………………………………………………….153

Appendix B …………………….……………………………………………………………..158

Appendix C …………..……………………………………………………………………….160

Appendix D ………..…………………………………………………………………………162

Appendix E ………….………………………………………………………………………..164

Appendix F ……………..…………………………………………………………………….166

Appendix G ……………………………………..……………………………………………167

Appendix H …………………..………………………………………………………………169

Appendix I …………………………………………………………………………………….171

Appendix J ……………………………………………………………………………………173

Appendix K ……………………………………………..……………………………………175

Appendix L …………..……………………………………………………………………….177

Appendix M …………………………………………………………………………………..179

 

 

 

 

Lists of Tables

Table 2.1 Genres and Text Types ………………..…………………………………………….182

Table 3.1 Readability Statistics of the Texts Selected for Beginners …………………….……183

Table 3.2 Readability Statistics of the Texts Selected for Intermediates ………….…………..184

Table 3.3 Readability Statistics of the Texts Selected for Advanced …………….……………185

Table 3.4 The Variables of the Study …………………………………………………………..186

Table 4.1 Reliability statistics of the reading comprehension test for beginner learners ………187

Table 4.2 Reliability statistics of the reading comprehension test for intermediate learners ….188

Table 4.3 Reliability statistics of the reading comprehension test for advance learners ……….189

Table 4.4 Descriptive statistics of the obtained scores on reading strategy use questionnaire…190

Table 4.5 Normality checks of SILL scores distributions ……………………………………..191

Table 4.6 Descriptive Statistics of the Obtained Scores on expository text comprehension tests …192

Table 4.7 Normality checks of Expository test scores distributions ………………..………….193

Table 4.8 Descriptive Statistics of the Obtained Scores on argumentative text comprehension  tests ……………………………………………………………………………………….194

Table 4.9 Normality checks of Argumentative test scores distributions ………………………195

Table 4.10 Correlation between reading strategies and expository text comprehension ……….196

Table 4.11 Correlation between beginner learners’ use of reading strategies and expository text    comprehension ……………………………………………………………………………..197

Table 4.12 Correlation between intermediate learners’ use of reading strategies and expository text comprehension ………………………………………………………………………..198

Table 4.13 Correlation between advanced learners’ use of reading strategies and expository text comprehension …………………………………………………………………………….199

Table 4.14 Correlation between reading strategies and argumentative text comprehension …..200

Table 4.15 Correlation between beginner learners’ use of reading strategies and argumentative text comprehension ………………………….…………………………………………….201

Table 4.16 Correlation between intermediate learners’ use of reading strategies an argumentative text comprehension ………………………….…………………………………………….202

Table 4.17 Correlation between advanced learners’ use of reading strategies and argumentative text comprehension …………………………………………………….………………….203

Table 4.18 Model Summary ……………….…………………………………………………..204

Table 4.19 ANOVA of regression model ………..…………………………………………….205

Table 4.20 Model Summary ………………………….………………………………………..206

Table 4.21 ANOVA of regression model ………………………………………………………207

Table 4.22 Model Summary …………………………………………………………..……….208

Table 4.23 ANOVA of regression model ……………………………..……………………….209

Table 4.24 Model Summary ……………………………………………………………………210

Table 4.25 ANOVA of regression model ………………………………………………………211

Table 4.26 Model Summary …………………….……………………………………………..212

Table 4.27 ANOVA of regression model ………………………………………………………213

Table 4.28 Model Summary ……………………………………………………………………214

Table 4.29 ANOVA of regression model ……………………………..……………………….215

Table 4.30 Model Summary ……………………………………………………………………216

Table 4.31 ANOVA of regression model ………………………………………………………217

Table 4.32 Model Summary ……………………………………………………………………218

Table 4.33 ANOVA of regression model ………………………………………………………219

 

 

 

 

 

 

 

Lists of Figures

Figure 4.1 Distribution of Beginners’ SILL Scores ………..…………………………………..221

Figure 4.2 Distribution of Intermediates’ SILL Scores …………..……………………………222

Figure 4.3 Distribution of Advances’ SILL Scores …………………..………………………..223

Figure 4.4 Distribution of Beginners’ Expository Test Scores …………….…………………..224

Figure 4.5 Distribution of Intermediates’ Expository Test Scores ………………….…………225

Figure 4.6 Distribution of Advances’ Expository Test Scores ………………….……………..226

Figure 4.7 Distribution of Beginners’ Argumentative Test Scores ……………………..……..227

Figure 4.8 Distribution of Intermediates’ Argumentative Test Scores ………….……………..228

Figure 4.9 Distribution of Advances’ Argumentative Test Scores …………………………….229

 

 

 

 

CHAPTER I

                 

   Background and Purpose

                        

 

 

 

1.1 Introduction

Language-teaching methodology has seen a dramatic increase in attention to the strategies investment that learners can make in their own learning process. The learning of any skill involves a certain degree of investment of one’s time and effort. According to brown (2001) A language is probably the most complex set of skills one would ever seek to acquire; therefore, an investment of strategies is necessary in the form of developing multiple layers of strategies for getting that language in to one’s brain.

Reading is a fundamental skill for English foreign/second language (EFL/ESL) learners (Anderson, 2003). Rivers (1981) considers reading as the most significant activity in language classrooms since it acts not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. According to Anderson (2003), it is an essential skill for learners of English and for most of learners it is the most important skill to master in order to ensure success in learning. With strengthened reading skill, learners of English tend to make progress in other areas of language learning.

In the last two decades, attention has been paid to understanding what proficient readers typically do while reading, including identifying the strategies they use and how and under what conditions they use those strategies. This line of research has been useful in instructing non-proficient first and second-language readers to increase their awareness and use of reading strategies to improve comprehension (Sheorey & Mokhtari, 2001). For successful reading, students are required to understand the meaning of text, critically evaluate the message, remember the content and apply the new-found knowledge flexibly (Pressley, 2000). In order to reach these objectives, proficient readers use a variety of strategies before, during and after the reading of a text in order to comprehend the text and prevent any problem which may occur during this process. In other words, strategies are considered as the most beneficial tools any reader can use for controlling progress of and for ensuring success in reading. Applying strategic behavior in reading requires that readers intentionally engage in planned actions under their control (Alexander, Graham & Harris, 1998).

Beside the importance of reading strategies, text comprehension is also crucial. Text comprehension is an interactive process in which linguistic elements in a discourse or text interact with each other to create the “texture” of a text (Halliday & Hassan, 1976, de Beaugrande & Dressler, 1981). The second level of interactions is between bottom-up and top-down processing of texts take place in the readers’ minds, or between linguistic knowledge and world knowledge (Eskey, 1988, Grabe & Stoller, 2002). The third level of interaction is an interpretive one between the reader and a text, or between the reader and the writer through a text (Nuttal, 1996, Ozono and Ito, 2003). Lipson and Wixon (1986), among others, claim that research on reading ability as well as reading disability should adopt an interactive view. Such a view takes into account the dynamic process of reading in which the reader, text, process, and the setting conditions of the reading situation interact in an active and flexible manner. This claim should be extended to reading in a foreign language as well. In fact, to understand how foreign language learners comprehend texts, many researchers have emphasized the need to study the differential contribution of text-based characteristics such as genre, text structure parameters, and textual markers (Geva, 1992; Camiciottoli. 2003; Carrel, 1985).

In addition, the readers’ ability to comprehend a text may vary as a function of the text type (Schneuwly, 1997; Alverman, et al., 1995). According to Neubert (1985) text types motivate particular frames and act out certain scenarios. They recast the linguistic material available in the system of a language into socially efficient, effective and appropriate moulds. He believes that texts are various instances clustering around a holistic experience that has been shared over time. This ‘prolonged interactive experience’ takes the shape of prototypical encounters and this empirical prototypicality is then translated into the concept of the prototype text. Other scholars have come up with their own text typologies. More specifically, Werlich (1976) distinguishes between five text types: description, narration, argumentation, instruction,

 

 

    1.6 Significance of the Study………………………………………………………………….14

    1.7 Limitations, Delimitations, and Assumption ……………………………………………..16

 

CHAPTER II: Review of the Related Literature

2.1 What is reading?……………………………………………………………………………………………………19

2.1.1 Importance of reading …………………………………….……………………..……22

2.1.2 Approaches to reading skill ……………………………………………..……………25

2.1.3 Reading comprehension theories ……………………………………………………..26

2.1.3.1 Schema Theory …………………………………………………………………27

2.1.3.2. Sub skills View of Reading ……………………………………………………28

 

2.1.4 Different Kinds of Reading …………………………………………………………..31

2.1.5 Teaching and Learning Reading ……………………………………………………..34

 

2.1.6 Strategy ………………………………………………………………………………36

 

2.1.6.1 Learning Strategy ……………………………………………………………..39

2.1.6.2 Reading Strategies …………………………..…………………………………39

2.1.6.2.1 Extensive and Intensive Reading Strategies ……………..……………46

2.1.6.2.2 Cognitive Strategies ……………………………………………………47

2.1.6.2.3 Metacognitive Strategies ………………………………………………49

2.1.6.2.4 Compensation Strategies ………………………………………………50

2.1.6.2.5 Scanning and Skimming Reading Strategies ………………………….51

2.1.7 L1/L2 Reading Strategies ………………..…………………………………………..55

2.1.8. Learner Strategy Training ……………………………………………………………58

2.2 Text ……………….……………………………………………………………………….59

2.2.1 Text comprehension ……………………………………………………………………60

این مطلب را هم بخوانید :

2.2.2 Text type ……………..………………………………………………………………..62

2.2.2.1 Expository text ……….…………………………………………………………68

2.2.2.2 Students with Learning Disabilities and Expository Text ………………………70

2.2.2.3 Argumentative text …………………….………………………………………..73

2.2.3 Connectives, text types, and reading comprehension ………..………………………..76

2.2.4 Two Approaches to Text Type Analysis ……..……………………………………….77

2.2.5 Genre and Text Type ………………………………………………………………….79

CHAPTER III: Method

3.1 Introduction …………………………………………………………………………………86

3.2 Participants …………………………………………………………..…………………….88

3.3 Instrumentation …………………………………………………………………………….88

3.3.1 Test of Reading Comprehension …….……………………………………..………….88

3.3.2 Reading strategies questionnaire ……………………………………………………….91

3.4 Procedure …………………..………………………………………………………………91

3.5 Design …………….……………………………………………………………………….93

3.6 Statistical Analysis ………………..……………………………………………………….94

CHAPTER IV: Research and Discussion

4.1 Introduction ………………………………………………………………………………..96

4.2 Restatement of the Research Hypotheses …………………….……………………………96

4.3 Reliability Analysis ………………………………………………………………………..98

4.4 Descriptive Statistics of the SILL Questionnaire ………………………………………….99

4.5 Descriptive Statistics of the Reading Comprehension Tests ……………….…………….101

4.6 Testing the Hypotheses of the Study ……………………………….…………………….107

4.7 Discussion of the Findings ………………..………………………………………………124

CHAPTER V: Conclusion and Pedagogical Implications

5.1 Introduction ……………………………………………………………………………….130

5.2 Procedures and Summery of the Findings ….…………………………………………….130

5.3 Pedagogical Implications ………………………………………………………………….131

5.4 Suggestions for Further Research ……………………………….………………………..133

References………………………………………………………………………………………134

Appendices

Appendix A …………………….…………………………………………………………….153

Appendix B …………………….……………………………………………………………..158

Appendix C …………..……………………………………………………………………….160

Appendix D ………..…………………………………………………………………………162

Appendix E ………….………………………………………………………………………..164

Appendix F ……………..…………………………………………………………………….166

Appendix G ……………………………………..……………………………………………167

Appendix H …………………..………………………………………………………………169

Appendix I …………………………………………………………………………………….171

Appendix J ……………………………………………………………………………………173

Appendix K ……………………………………………..……………………………………175

Appendix L …………..……………………………………………………………………….177

Appendix M …………………………………………………………………………………..179

 

 

 

 

Lists of Tables

Table 2.1 Genres and Text Types ………………..…………………………………………….182

Table 3.1 Readability Statistics of the Texts Selected for Beginners …………………….……183

Table 3.2 Readability Statistics of the Texts Selected for Intermediates ………….…………..184

Table 3.3 Readability Statistics of the Texts Selected for Advanced …………….……………185

Table 3.4 The Variables of the Study …………………………………………………………..186

Table 4.1 Reliability statistics of the reading comprehension test for beginner learners ………187

Table 4.2 Reliability statistics of the reading comprehension test for intermediate learners ….188

Table 4.3 Reliability statistics of the reading comprehension test for advance learners ……….189

Table 4.4 Descriptive statistics of the obtained scores on reading strategy use questionnaire…190

Table 4.5 Normality checks of SILL scores distributions ……………………………………..191

Table 4.6 Descriptive Statistics of the Obtained Scores on expository text comprehension tests …192

Table 4.7 Normality checks of Expository test scores distributions ………………..………….193

Table 4.8 Descriptive Statistics of the Obtained Scores on argumentative text comprehension  tests ……………………………………………………………………………………….194

Table 4.9 Normality checks of Argumentative test scores distributions ………………………195

Table 4.10 Correlation between reading strategies and expository text comprehension ……….196

Table 4.11 Correlation between beginner learners’ use of reading strategies and expository text    comprehension ……………………………………………………………………………..197

Table 4.12 Correlation between intermediate learners’ use of reading strategies and expository text comprehension ………………………………………………………………………..198

Table 4.13 Correlation between advanced learners’ use of reading strategies and expository text comprehension …………………………………………………………………………….199

Table 4.14 Correlation between reading strategies and argumentative text comprehension …..200

Table 4.15 Correlation between beginner learners’ use of reading strategies and argumentative text comprehension ………………………….…………………………………………….201

Table 4.16 Correlation between intermediate learners’ use of reading strategies an argumentative text comprehension ………………………….…………………………………………….202

Table 4.17 Correlation between advanced learners’ use of reading strategies and argumentative text comprehension …………………………………………………….………………….203

Table 4.18 Model Summary ……………….…………………………………………………..204

Table 4.19 ANOVA of regression model ………..…………………………………………….205

Table 4.20 Model Summary ………………………….………………………………………..206

Table 4.21 ANOVA of regression model ………………………………………………………207

Table 4.22 Model Summary …………………………………………………………..……….208

Table 4.23 ANOVA of regression model ……………………………..……………………….209

Table 4.24 Model Summary ……………………………………………………………………210

Table 4.25 ANOVA of regression model ………………………………………………………211

Table 4.26 Model Summary …………………….……………………………………………..212

Table 4.27 ANOVA of regression model ………………………………………………………213

Table 4.28 Model Summary ……………………………………………………………………214

Table 4.29 ANOVA of regression model ……………………………..……………………….215

Table 4.30 Model Summary ……………………………………………………………………216

Table 4.31 ANOVA of regression model ………………………………………………………217

Table 4.32 Model Summary ……………………………………………………………………218

Table 4.33 ANOVA of regression model ………………………………………………………219

 

 

 

 

 

 

 

Lists of Figures

Figure 4.1 Distribution of Beginners’ SILL Scores ………..…………………………………..221

Figure 4.2 Distribution of Intermediates’ SILL Scores …………..……………………………222

Figure 4.3 Distribution of Advances’ SILL Scores …………………..………………………..223

Figure 4.4 Distribution of Beginners’ Expository Test Scores …………….…………………..224

Figure 4.5 Distribution of Intermediates’ Expository Test Scores ………………….…………225

Figure 4.6 Distribution of Advances’ Expository Test Scores ………………….……………..226

Figure 4.7 Distribution of Beginners’ Argumentative Test Scores ……………………..……..227

Figure 4.8 Distribution of Intermediates’ Argumentative Test Scores ………….……………..228

Figure 4.9 Distribution of Advances’ Argumentative Test Scores …………………………….229

 

 

 

 

CHAPTER I

                 

   Background and Purpose

                        

 

 

 

1.1 Introduction

Language-teaching methodology has seen a dramatic increase in attention to the strategies investment that learners can make in their own learning process. The learning of any skill involves a certain degree of investment of one’s time and effort. According to brown (2001) A language is probably the most complex set of skills one would ever seek to acquire; therefore, an investment of strategies is necessary in the form of developing multiple layers of strategies for getting that language in to one’s brain.

Reading is a fundamental skill for English foreign/second language (EFL/ESL) learners (Anderson, 2003). Rivers (1981) considers reading as the most significant activity in language classrooms since it acts not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. According to Anderson (2003), it is an essential skill for learners of English and for most of learners it is the most important skill to master in order to ensure success in learning. With strengthened reading skill, learners of English tend to make progress in other areas of language learning.

In the last two decades, attention has been paid to understanding what proficient readers typically do while reading, including identifying the strategies they use and how and under what conditions they use those strategies. This line of research has been useful in instructing non-proficient first and second-language readers to increase their awareness and use of reading strategies to improve comprehension (Sheorey & Mokhtari, 2001). For successful reading, students are required to understand the meaning of text, critically evaluate the message, remember the content and apply the new-found knowledge flexibly (Pressley, 2000). In order to reach these objectives, proficient readers use a variety of strategies before, during and after the reading of a text in order to comprehend the text and prevent any problem which may occur during this process. In other words, strategies are considered as the most beneficial tools any reader can use for controlling progress of and for ensuring success in reading. Applying strategic behavior in reading requires that readers intentionally engage in planned actions under their control (Alexander, Graham & Harris, 1998).

Beside the importance of reading strategies, text comprehension is also crucial. Text comprehension is an interactive process in which linguistic elements in a discourse or text interact with each other to create the “texture” of a text (Halliday & Hassan, 1976, de Beaugrande & Dressler, 1981). The second level of interactions is between bottom-up and top-down processing of texts take place in the readers’ minds, or between linguistic knowledge and world knowledge (Eskey, 1988, Grabe & Stoller, 2002). The third level of interaction is an interpretive one between the reader and a text, or between the reader and the writer through a text (Nuttal, 1996, Ozono and Ito, 2003). Lipson and Wixon (1986), among others, claim that research on reading ability as well as reading disability should adopt an interactive view. Such a view takes into account the dynamic process of reading in which the reader, text, process, and the setting conditions of the reading situation interact in an active and flexible manner. This claim should be extended to reading in a foreign language as well. In fact, to understand how foreign language learners comprehend texts, many researchers have emphasized the need to study the differential contribution of text-based characteristics such as genre, text structure parameters, and textual markers (Geva, 1992; Camiciottoli. 2003; Carrel, 1985).

In addition, the readers’ ability to comprehend a text may vary as a function of the text type (Schneuwly, 1997; Alverman, et al., 1995). According to Neubert (1985) text types motivate particular frames and act out certain scenarios. They recast the linguistic material available in the system of a language into socially efficient, effective and appropriate moulds. He believes that texts are various instances clustering around a holistic experience that has been shared over time. This ‘prolonged interactive experience’ takes the shape of prototypical encounters and this empirical prototypicality is then translated into the concept of the prototype text. Other scholars have come up with their own text typologies. More specifically, Werlich (1976) distinguishes between five text types: description, narration, argumentation, instruction,

2ـ7 نیترات در آب آشامیدنی.. 13

2ـ8 عوامل موثر در مقدار نیترات گیاهان. 13

2ـ9 نیترات در آب آشامیدنی و تاثیرآن بر سلامت انسان. 15

2ـ10 نیترات و سازمان جهانی بهداشت… 15

2ـ11 مزایای نیترات و نیتریت… 16

2ـ12 استاندارد‌های مرتبط با نیترات و نیتریت در ایران. 17

2ـ13 اسید آسکوربیک… 17

2ـ13ـ1 ساختمان شیمیایی.. 18

2ـ13ـ2 نقش اسید آسکوربیک… 18

2ـ13ـ3 منابع ویتامین.. 19

2ـ13ـ4 میزان نیاز بدن. 19

2ـ14 مروری بر سبزیجات پژوهش حاضر. 20

2ـ14ـ1 کلم. 20

2ـ14ـ2 کلم بروکلی.. 20

2ـ14ـ3 کلم و گواتر. 22

2ـ14ـ4 کلم و نیترات… 22

2ـ14ـ5 قارچ.. 22

2ـ14ـ6 پیازچه. 23

2ـ15 نگاهی بر پژوهش‌های صورت گرفته. 24

فصل سوم: مواد و روش‌ها 28

3-1 مواد شیمیایی.. 29

3-2 تجهیزات مورد استفاده 29

3-3 آماده سازی نمونه‌ها 29

3ـ4 روش اندازه‌گیری میزان نیترات، نیتریت و اسید آسکوربیک… 30

3-4ـ1 اندازه‌گیری میزان نیترات… 30

3ـ4ـ2 آماده سازیِ پودر مخلوط.. 30

3ـ4ـ3 تهیه‌ی محلول‌های استاندارد نیترات پتاسیم. 30

3ـ4ـ4 روش کار. 30

2ـ7 نیترات در آب آشامیدنی.. 13

2ـ8 عوامل موثر در مقدار نیترات گیاهان. 13

2ـ9 نیترات در آب آشامیدنی و تاثیرآن بر سلامت انسان. 15

2ـ10 نیترات و سازمان جهانی بهداشت… 15

2ـ11 مزایای نیترات و نیتریت… 16

2ـ12 استاندارد‌های مرتبط با نیترات و نیتریت در ایران. 17

2ـ13 اسید آسکوربیک… 17

2ـ13ـ1 ساختمان شیمیایی.. 18

2ـ13ـ2 نقش اسید آسکوربیک… 18

2ـ13ـ3 منابع ویتامین.. 19

2ـ13ـ4 میزان نیاز بدن. 19

2ـ14 مروری بر سبزیجات پژوهش حاضر. 20

2ـ14ـ1 کلم. 20

2ـ14ـ2 کلم بروکلی.. 20

2ـ14ـ3 کلم و گواتر. 22

2ـ14ـ4 کلم و نیترات… 22

2ـ14ـ5 قارچ.. 22

2ـ14ـ6 پیازچه. 23

2ـ15 نگاهی بر پژوهش‌های صورت گرفته. 24

فصل سوم: مواد و روش‌ها 28

3-1 مواد شیمیایی.. 29

3-2 تجهیزات مورد استفاده 29

3-3 آماده سازی نمونه‌ها 29

3ـ4 روش اندازه‌گیری میزان نیترات، نیتریت و اسید آسکوربیک… 30

3-4ـ1 اندازه‌گیری میزان نیترات… 30

3ـ4ـ2 آماده سازیِ پودر مخلوط.. 30

3ـ4ـ3 تهیه‌ی محلول‌های استاندارد نیترات پتاسیم. 30

3ـ4ـ4 روش کار. 30

3ـ4ـ5 اندازه‌گیری میزان نیتریت… 31

3ـ4ـ6 آماده سازی پودر مخلوط.. 31

3ـ4ـ7 تهیه محلول‌های استاندارد نیتریت سدیم. 31

3ـ4ـ8 روش کار. 31

3ـ4ـ9 اندازه‌گیری اسیدآسکوربیک… 32

فصل چهارم: نتایج و بحث… 33

4-1 نیتریت… 34

4ـ1ـ1 میزان نیتریت… 34

4ـ1ـ2 تاثیر فرآیند پختن.. 37

4ـ1ـ3 تاثیر  زمان به روی محتوای نیتریت… 38

4-2 نیترات… 39

4ـ2ـ1 میزان نیترات در سبزیجات مورد آزمایش… 39

4ـ2ـ2 تاثیر فرآیند پختن.. 43

4ـ2ـ3 تاثیر گذشت زمان بروی محتوای نیترات… 44

4ـ3 اسید آسکوربیک… 45

4ـ3ـ1 میزان اسید آسکوربیک… 45

4ـ3ـ2 تاثیر پختن بروی محتوای اسید آسکوربیک… 48

4ـ3ـ3 تاثیر زمان. 49

5ـ1 نتیجه گیری کلی.. 51

5ـ2 پیشنهادات… 52

منابع. 53

چکیده انگلیسی.. 61

 

فهرست تصاویر

شکل 2-1: شمای کلی چرخه نیتروژن در تولید نیترات و چگونگی تشکیل مت‌هموگلوبین در خون. 7

فهرست جداول

جدول 3-1- تجهیزات مورد استفاده 29

 فهرست نمودار

نمودار 4-1 میانگین میزان نیتریت در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری  34

نمودار 4-2 نشان دهنده میزان نیتریت پیازچه خام وپخته در طول زمان نگهداری.. 35

نمودار 4-3 نشان دهنده میزان نیتریت کلم قرمز خام وپخته در طول زمان نگهداری.. 35

نمودار 4-4 نشان دهنده میزان نیتریت بروکلی خام وپخته در طول زمان نگهداری.. 36

نمودار 4-5 نشان دهنده میزان نیتریت کلم سفید خام وپخته در طول زمان نگهداری.. 36

نمودار 4-6 نشان دهنده میزان نیتریت قارچ خام وپخته در طول زمان نگهداری.. 37

نمودار 4- 7 میانگین میزان نیترات در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری  39

نمودار 4-8 نشان دهنده میزان نیترات پیازچه خام و پخته در طول مدت نگهداری.. 41

نمودار 4-9 نشان دهنده میزان نیترات کلم قرمز خام و پخته در طول زمان نگهداری.. 41

نمودار 4-10 نشان دهنده میزان نیترات بروکلی خام و پخته در طول مدت نگهداری.. 42

نمودار 4-11 نشان دهنده میزان نیترات کلم سفید خام و پخته در مدت نگهداری.. 42

نمودار 4-12 نشان دهنده میزان نیترات قارچ خام و پخته در طول زمان نگهداری.. 43

نمودار 4-13 میانگین میزان اسید آسکوربیک در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری  45

نمودار 4-14 نشان دهنده میزان اسید آسکوربیک کلم سفید خام و پخته در طول زمان نگهداری.. 46

نمودار 4-15 نشان دهنده میزان اسیدآسکوربیک پیازچه خام وپخته در طول زمان نگهداری.. 46

نمودار 4-16 نشان دهنده میزان اسید آسکوربیک کلم قرمز خام وپخته در طول مدت نگهداری.. 47

نمودار 4-17 نشان دهنده میزان اسید آسکوربیک قارچ خام وپخته در طول زمان نگهداری.. 47

نمودار 4-18 نشان دهنده میزان اسید آسکوربیک بروکلی خام و پخته در طول زمان نگهداری.. 4

چکیده

در پژوهش حاضر، اثر شرایط (آب پز کردن) و زمان نگهداری (٩ روزه) بر محتوای اسید آسکوربیک، نیترات و نیتریتِ ٥ نمونه سبزی (کلم بروکلی، کلم قرمز، کلم سفید، پیازچه و قارچ) مورد ارزیابی قرار گرفت و نتایج حاصله، توسط نرم افزار spss 16.0 تجزیه و تحلیل شدند. نتایج به دست آمده از آنالیز آماری نشان داد که در بین نمونه‌ها، بیشترین مقدار اسید آسکوربیک مربوط به نمونه‌ی قارچ (mg ٢٥) و کمترین آن مربوط به نمونه‌ی پیازچه (mg ١٦) بود. در همه‌ی نمونه‌ها، در اثر پختن و انبارسازی، محتوای اسید آسکوربیک نمونه‌ها کاهش معناداری داشت (p<0.05). بیشترین و کمترین مقدار نیترات، به

 

3ـ4ـ5 اندازه‌گیری میزان نیتریت… 31

3ـ4ـ6 آماده سازی پودر مخلوط.. 31

3ـ4ـ7 تهیه محلول‌های استاندارد نیتریت سدیم. 31

3ـ4ـ8 روش کار. 31

3ـ4ـ9 اندازه‌گیری اسیدآسکوربیک… 32

فصل چهارم: نتایج و بحث… 33

4-1 نیتریت… 34

4ـ1ـ1 میزان نیتریت… 34

4ـ1ـ2 تاثیر فرآیند پختن.. 37

4ـ1ـ3 تاثیر  زمان به روی محتوای نیتریت… 38

4-2 نیترات… 39

4ـ2ـ1 میزان نیترات در سبزیجات مورد آزمایش… 39

4ـ2ـ2 تاثیر فرآیند پختن.. 43

4ـ2ـ3 تاثیر گذشت زمان بروی محتوای نیترات… 44

4ـ3 اسید آسکوربیک… 45

4ـ3ـ1 میزان اسید آسکوربیک… 45

4ـ3ـ2 تاثیر پختن بروی محتوای اسید آسکوربیک… 48

4ـ3ـ3 تاثیر زمان. 49

5ـ1 نتیجه گیری کلی.. 51

5ـ2 پیشنهادات… 52

منابع. 53

چکیده انگلیسی.. 61

 

فهرست تصاویر

شکل 2-1: شمای کلی چرخه نیتروژن در تولید نیترات و چگونگی تشکیل مت‌هموگلوبین در خون. 7

فهرست جداول

جدول 3-1- تجهیزات مورد استفاده 29

 فهرست نمودار

 

این مطلب را هم بخوانید :

نمودار 4-1 میانگین میزان نیتریت در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری  34

نمودار 4-2 نشان دهنده میزان نیتریت پیازچه خام وپخته در طول زمان نگهداری.. 35

نمودار 4-3 نشان دهنده میزان نیتریت کلم قرمز خام وپخته در طول زمان نگهداری.. 35

نمودار 4-4 نشان دهنده میزان نیتریت بروکلی خام وپخته در طول زمان نگهداری.. 36

نمودار 4-5 نشان دهنده میزان نیتریت کلم سفید خام وپخته در طول زمان نگهداری.. 36

نمودار 4-6 نشان دهنده میزان نیتریت قارچ خام وپخته در طول زمان نگهداری.. 37

نمودار 4- 7 میانگین میزان نیترات در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری  39

نمودار 4-8 نشان دهنده میزان نیترات پیازچه خام و پخته در طول مدت نگهداری.. 41

نمودار 4-9 نشان دهنده میزان نیترات کلم قرمز خام و پخته در طول زمان نگهداری.. 41

نمودار 4-10 نشان دهنده میزان نیترات بروکلی خام و پخته در طول مدت نگهداری.. 42

نمودار 4-11 نشان دهنده میزان نیترات کلم سفید خام و پخته در مدت نگهداری.. 42

نمودار 4-12 نشان دهنده میزان نیترات قارچ خام و پخته در طول زمان نگهداری.. 43

نمودار 4-13 میانگین میزان اسید آسکوربیک در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری  45

نمودار 4-14 نشان دهنده میزان اسید آسکوربیک کلم سفید خام و پخته در طول زمان نگهداری.. 46

نمودار 4-15 نشان دهنده میزان اسیدآسکوربیک پیازچه خام وپخته در طول زمان نگهداری.. 46

نمودار 4-16 نشان دهنده میزان اسید آسکوربیک کلم قرمز خام وپخته در طول مدت نگهداری.. 47

نمودار 4-17 نشان دهنده میزان اسید آسکوربیک قارچ خام وپخته در طول زمان نگهداری.. 47

نمودار 4-18 نشان دهنده میزان اسید آسکوربیک بروکلی خام و پخته در طول زمان نگهداری.. 4

چکیده

در پژوهش حاضر، اثر شرایط (آب پز کردن) و زمان نگهداری (٩ روزه) بر محتوای اسید آسکوربیک، نیترات و نیتریتِ ٥ نمونه سبزی (کلم بروکلی، کلم قرمز، کلم سفید، پیازچه و قارچ) مورد ارزیابی قرار گرفت و نتایج حاصله، توسط نرم افزار spss 16.0 تجزیه و تحلیل شدند. نتایج به دست آمده از آنالیز آماری نشان داد که در بین نمونه‌ها، بیشترین مقدار اسید آسکوربیک مربوط به نمونه‌ی قارچ (mg ٢٥) و کمترین آن مربوط به نمونه‌ی پیازچه (mg ١٦) بود. در همه‌ی نمونه‌ها، در اثر پختن و انبارسازی، محتوای اسید آسکوربیک نمونه‌ها کاهش معناداری داشت (p<0.05). بیشترین و کمترین مقدار نیترات، به

 

 

 

 

Lists of Tables

Page	Tables
55	Table 3.1. Reliability of the EI questionnaire
60	Table 4.1. Descriptive statistics for the scores of emotional intelligence test
60	Table 4.2. Descriptive statistics for the scores of reading comprehension test
61	Table 4.3. correlation between EI and reading comprehension (RC) tests in     general
62	Tables 4.4. The correlation between all the questions of EI, one by one, with the total scores of RC
62	Table 4.5. Correlation between 1st  main category of EI and its sub categories and reading comprehension
62	Table 4.6. Correlation between 2nd  main category of EI and its sub categories and reading comprehension
63	Table 4.7. Correlation between 3rd main category of EI and its sub categories and reading comprehension
63	Table 4.8. Correlation between 4th  main category of EI and its sub categories and reading comprehension
63	Table 4.9. Correlation between 5th main category of EI and its sub categories and reading comprehension

 

 

 

Lists of Graphs

Page	Graphs
65	Graph 4.1. It shows the weak relationship between emotional intelligence and reading comprehension
66	Graph (4.2 &3). They show a big difference between the EI and RC `s mean scores
68	Graphs 4.4. The frequency graphs of the participants` answers to the 90 items of EI test

 

 

 

List of Abbreviations

 

 

 

 

 

 

Lists of Tables

Page	Tables
55	Table 3.1. Reliability of the EI questionnaire
60	Table 4.1. Descriptive statistics for the scores of emotional intelligence test
60	Table 4.2. Descriptive statistics for the scores of reading comprehension test
61	Table 4.3. correlation between EI and reading comprehension (RC) tests in     general
62	Tables 4.4. The correlation between all the questions of EI, one by one, with the total scores of RC
62	Table 4.5. Correlation between 1st  main category of EI and its sub categories and reading comprehension
62	Table 4.6. Correlation between 2nd  main category of EI and its sub categories and reading comprehension
63	Table 4.7. Correlation between 3rd main category of EI and its sub categories and reading comprehension
63	Table 4.8. Correlation between 4th  main category of EI and its sub categories and reading comprehension
63	Table 4.9. Correlation between 5th main category of EI and its sub categories and reading comprehension

 

 

 

Lists of Graphs

Page	Graphs
65	Graph 4.1. It shows the weak relationship between emotional intelligence and reading comprehension
66	Graph (4.2 &3). They show a big difference between the EI and RC `s mean scores
68	Graphs 4.4. The frequency graphs of the participants` answers to the 90 items of EI test

 

 

 

List of Abbreviations

 

 

EI                       Emotional intelligence

EQ                     Emotional Quotient

EQ-I                   Bar-On Emotional Intelligence Quotient Inventory

IQ                       Intelligence Quotient

RC                      Reading Comprehension

 

 

 

Abstract

The Relationship between Emotional Intelligence and Reading Comprehension: A Case Study of Junior Students of Bandar Abbas Islamic Azad University

 

The aim of the present research was to investigate the relationship between emotional intelligence and reading comprehension of junior students of Bandar Abbas Islamic Azad University majoring in English. 60 students took part in this research and it is worth mentioning that gender had no role in this study. The participants were asked to answer two different tests: first, a short form of Bar-on`s emotional intelligence test consists of 90 questions and second, a TOEFL reading comprehension test including 4 passages and 30 questions. Comparing the mean scores of the two tests indicated a weak relationship between these two variables. As the obtained results depicted emotional intelligence had significant correlation with the participants’ reading comprehension abilities (r=0.29) but, this relation was not to the extent that is expected to be.

 

Key terms: emotion, intelligence, emotional intelligence, emotional quotient, reading, and reading comprehension.

 

 

 

Chapter one

 

 

Introduction

 

 

 

 

 

 

1.1 Introduction

This chapter presents a brief background to the study of Emotional Intelligence and Reading Comprehension. Then it will be followed by the significance and objective of the study, research question and hypothesis, limitations and delimitations of the study and finally, the definitions of key terms.

 

1.2 Background

A comprehensive initial theory of emotional intelligence (EI) that could be measured appeared 20 years ago in the scientific literature (Mayer, Salovey, & DiPaolo, 1990; Salovey & Mayer, 1990). Thus, the term emotional intelligence was first introduced by Salovey and Mayer (1990) in the early 1990s and was made popular by Daniel Goleman with the 1995 publication of his book, Emotional Intelligence: Why It Can Matter More Than IQ. But, the earliest roots of emotional intelligence can be found in Charles Darwin’s work on the importance of emotional expression for survival and, second, adaptation (Bar-On, R., 2006). In 1872, Charles Darwin published the first known work on the importance of emotional expression for survival and adaptation, a component of emotional-social intelligence (Bar-On, 2005). Then, educators and policy makers have become increasingly aware of the significance of providing students with educational opportunities that enhance their emotional development (Graczyk, Weissberg, & Payton, 2000). In the field of psychology the roots of emotional intelligence can be traced back to the beginnings of the intelligence testing movement when, in 1920, E. L. Thorndike was the first to identify the aspect of emotional intelligence as social intelligence (Goleman, 2001, p. 16). According to Thorndike (1920), the concept of social intelligence refers to the “ability to understand and manage men, women, boys, and girls and to act wisely in human relations” (p. 228). E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people. Goleman (2001) says that Howard Gardner revitalized the concept of emotional intelligence with his model of multiple intelligences. In 1983, Howard Gardner’s Frames of Mind: The Theory of Multiple Intelligences introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one’s feelings, fears and motivations). In Gardner’s point of view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability (Smith, M.K., 2002). Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that his models of intelligence would not be completed until he could adequately describe these factors (Bar-On, R., 2006). However, in 1988, Reuven Bar-On is reported as the first to assess emotional intelligence,  it is reported that Bar-On used the term emotional intelligence (EQ) in his doctoral dissertation long before it gained popularity as a name for emotional intelligence and long before Salovey and Mayer published their first model of intelligence (Goleman, 2001). Salovey and Mayer (1990) describe emotional intelligence as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. 189). As they describe emotional intelligence is the ability to perceive emotion, to access and generate emotions so as to assist thought; to understand emotions and emotional knowledge; to reflectively regulate emotions so as to promote emotional and intellectual growth. They also believe that there are four parts to emotional intelligence, which include (a) perceiving emotions, (b) using emotions to assist thought, © understanding emotions, and (d) managing emotions. In order for a person to be emotionally intelligent, they should be skilled in all four of these areas (Salovey & Mayer, 1990). However, in comparison, Goleman (1995) posits that emotional intelligence consists of five components: (a) knowing our emotions (self-awareness), (b) managing them, © motivating ourselves, (d) recognizing emotion in others (empathy), and (e) handling relationships.

Here, is a brief history of Emotional Intelligence by Kendra Cherry as cited in (psychology.about.com):

• 1930s – Edward Thorndike describes the concept of “social intelligence” as the ability to get along with other people.
• 1940s – David Wechsler suggests that affective components of intelligence may be essential to success in life.
• 1950s – Humanistic psychologists such as Abraham Maslow describe how people can build emotional strength.
• 1975 – Howard Gardner publishes The Shattered Mind, which introduces the concept of multiple intelligences.
• 1985 – Wayne Payne introduces the term emotional intelligence in his doctoral dissertation entitled “A study of emotion: developing emotional intelligence; self-integration; relating to fear, pain and desire (theory, structure of reality, problem-solving, contraction/expansion, and tuning in/coming out/letting go).”
• 1987 – In an article published in Mensa Magazine, Keith Beasley uses the term “emotional quotient.” It has been suggested that this is the first published use of the term, although Reuven Bar-On claims to have used the term in an unpublished version of his graduate thesis.
• 1990 – Psychologists Peter Salovey and John Mayer publish their landmark article, “Emotional Intelligence,” in the journal Imagination, Cognition, and Personality.
• 1995 – The concept of emotional intelligence is popularized after publication of psychologist and New York Times science writer Daniel Goleman’s book Emotional Intelligence: Why It Can Matter More Than IQ.

EI                       Emotional intelligence

EQ                     Emotional Quotient

EQ-I                   Bar-On Emotional Intelligence Quotient Inventory

IQ                       Intelligence Quotient

RC                      Reading Comprehension

 

 

 

Abstract

The Relationship between Emotional Intelligence and Reading Comprehension: A Case Study of Junior Students of Bandar Abbas Islamic Azad University

 

The aim of the present research was to investigate the relationship between emotional intelligence and reading comprehension of junior students of Bandar Abbas Islamic Azad University majoring in English. 60 students took part in this research and it is worth mentioning that gender had no role in this study. The participants were asked to answer two different tests: first, a short form of Bar-on`s emotional intelligence test consists of 90 questions and second, a TOEFL reading comprehension test including 4 passages and 30 questions. Comparing the mean scores of the two tests indicated a weak relationship between these two variables. As the obtained results depicted emotional intelligence had significant correlation with the participants’ reading comprehension abilities (r=0.29) but, this relation was not to the extent that is expected to be.

 

Key terms: emotion, intelligence, emotional intelligence, emotional quotient, reading, and reading comprehension.

 

 

 

Chapter one

 

 

Introduction

 

 

 

این مطلب را هم بخوانید :

 

 

 

 

1.1 Introduction

This chapter presents a brief background to the study of Emotional Intelligence and Reading Comprehension. Then it will be followed by the significance and objective of the study, research question and hypothesis, limitations and delimitations of the study and finally, the definitions of key terms.

 

1.2 Background

A comprehensive initial theory of emotional intelligence (EI) that could be measured appeared 20 years ago in the scientific literature (Mayer, Salovey, & DiPaolo, 1990; Salovey & Mayer, 1990). Thus, the term emotional intelligence was first introduced by Salovey and Mayer (1990) in the early 1990s and was made popular by Daniel Goleman with the 1995 publication of his book, Emotional Intelligence: Why It Can Matter More Than IQ. But, the earliest roots of emotional intelligence can be found in Charles Darwin’s work on the importance of emotional expression for survival and, second, adaptation (Bar-On, R., 2006). In 1872, Charles Darwin published the first known work on the importance of emotional expression for survival and adaptation, a component of emotional-social intelligence (Bar-On, 2005). Then, educators and policy makers have become increasingly aware of the significance of providing students with educational opportunities that enhance their emotional development (Graczyk, Weissberg, & Payton, 2000). In the field of psychology the roots of emotional intelligence can be traced back to the beginnings of the intelligence testing movement when, in 1920, E. L. Thorndike was the first to identify the aspect of emotional intelligence as social intelligence (Goleman, 2001, p. 16). According to Thorndike (1920), the concept of social intelligence refers to the “ability to understand and manage men, women, boys, and girls and to act wisely in human relations” (p. 228). E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people. Goleman (2001) says that Howard Gardner revitalized the concept of emotional intelligence with his model of multiple intelligences. In 1983, Howard Gardner’s Frames of Mind: The Theory of Multiple Intelligences introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one’s feelings, fears and motivations). In Gardner’s point of view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability (Smith, M.K., 2002). Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that his models of intelligence would not be completed until he could adequately describe these factors (Bar-On, R., 2006). However, in 1988, Reuven Bar-On is reported as the first to assess emotional intelligence,  it is reported that Bar-On used the term emotional intelligence (EQ) in his doctoral dissertation long before it gained popularity as a name for emotional intelligence and long before Salovey and Mayer published their first model of intelligence (Goleman, 2001). Salovey and Mayer (1990) describe emotional intelligence as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. 189). As they describe emotional intelligence is the ability to perceive emotion, to access and generate emotions so as to assist thought; to understand emotions and emotional knowledge; to reflectively regulate emotions so as to promote emotional and intellectual growth. They also believe that there are four parts to emotional intelligence, which include (a) perceiving emotions, (b) using emotions to assist thought, © understanding emotions, and (d) managing emotions. In order for a person to be emotionally intelligent, they should be skilled in all four of these areas (Salovey & Mayer, 1990). However, in comparison, Goleman (1995) posits that emotional intelligence consists of five components: (a) knowing our emotions (self-awareness), (b) managing them, © motivating ourselves, (d) recognizing emotion in others (empathy), and (e) handling relationships.

Here, is a brief history of Emotional Intelligence by Kendra Cherry as cited in (psychology.about.com):

• 1930s – Edward Thorndike describes the concept of “social intelligence” as the ability to get along with other people.
• 1940s – David Wechsler suggests that affective components of intelligence may be essential to success in life.
• 1950s – Humanistic psychologists such as Abraham Maslow describe how people can build emotional strength.
• 1975 – Howard Gardner publishes The Shattered Mind, which introduces the concept of multiple intelligences.
• 1985 – Wayne Payne introduces the term emotional intelligence in his doctoral dissertation entitled “A study of emotion: developing emotional intelligence; self-integration; relating to fear, pain and desire (theory, structure of reality, problem-solving, contraction/expansion, and tuning in/coming out/letting go).”
• 1987 – In an article published in Mensa Magazine, Keith Beasley uses the term “emotional quotient.” It has been suggested that this is the first published use of the term, although Reuven Bar-On claims to have used the term in an unpublished version of his graduate thesis.
• 1990 – Psychologists Peter Salovey and John Mayer publish their landmark article, “Emotional Intelligence,” in the journal Imagination, Cognition, and Personality.
• 1995 – The concept of emotional intelligence is popularized after publication of psychologist and New York Times science writer Daniel Goleman’s book Emotional Intelligence: Why It Can Matter More Than IQ.

1-8- انواع مرکبات در کشور. 9

1-9- مشکلات کشت و کار مرکبات در ایران.. 9

1-10- اهمیت و اهداف پژوهش…. 10

 

فصل دوم: مروری بر پژوهشهای پیشین.. 13

2-1- تاریخچه و منشاء پیدایش مركبات در ایران و جهان.. 14

2-2- گیاهشناسی.. 16

2-2-1- گیاه. 17

2-2-2- گل.. 17

2-2-3- گل انگیزی.. 18

2-2-4- گرده افشانی.. 19

2-2-5- میوه. 19

2-3- گونه های مرکبات تحت کشت در ایران.. 20

2-3-1- پرتقال (Citrus sinensis) 20

2-3-2- نارنگی ها (C. reticulate) 21

2-3-3-گریپ فروت (C. paradise) 21

2-3-4- لیمو ترش (C. limon) 21

2-3-5- نارنج (C. aurantium) 22

2-4-………………………………………………………………………………………… ارزش غذایی و ترکیبات میوه. 24

2-5-…………………………………………………………………………………………………………… ازدیاد مرکبات.. 25

2-6-…………………………………………………………………………………………………. شرایط اقلیمی مركبات.. 26

2-7-…………………………………………………………………………………………………. تغذیه درختان مركبات.. 28

2-7-1- عناصر پرمصرف.. 29

2-7-1-1- ازت (نیتروژن) 29

2-7-1-2- فسفر. 30

2-7-1-3- پتاس… 31

2-7-1-4- کلسیم.. 31

2-7-1-5- منیزیم.. 32

1-8- انواع مرکبات در کشور. 9

1-9- مشکلات کشت و کار مرکبات در ایران.. 9

1-10- اهمیت و اهداف پژوهش…. 10

 

فصل دوم: مروری بر پژوهشهای پیشین.. 13

2-1- تاریخچه و منشاء پیدایش مركبات در ایران و جهان.. 14

2-2- گیاهشناسی.. 16

2-2-1- گیاه. 17

2-2-2- گل.. 17

2-2-3- گل انگیزی.. 18

2-2-4- گرده افشانی.. 19

2-2-5- میوه. 19

2-3- گونه های مرکبات تحت کشت در ایران.. 20

2-3-1- پرتقال (Citrus sinensis) 20

2-3-2- نارنگی ها (C. reticulate) 21

2-3-3-گریپ فروت (C. paradise) 21

2-3-4- لیمو ترش (C. limon) 21

2-3-5- نارنج (C. aurantium) 22

2-4-………………………………………………………………………………………… ارزش غذایی و ترکیبات میوه. 24

2-5-…………………………………………………………………………………………………………… ازدیاد مرکبات.. 25

2-6-…………………………………………………………………………………………………. شرایط اقلیمی مركبات.. 26

2-7-…………………………………………………………………………………………………. تغذیه درختان مركبات.. 28

2-7-1- عناصر پرمصرف.. 29

2-7-1-1- ازت (نیتروژن) 29

2-7-1-2- فسفر. 30

2-7-1-3- پتاس… 31

2-7-1-4- کلسیم.. 31

2-7-1-5- منیزیم.. 32

2-7-2-عناصر كم مصرف.. 32

2-7-2-1- آهن.. 32

2-7-2-2- روی.. 33

2-7-2-3- منگنز. 34

2-7-2-4- مس…. 34

2-7-2-5- بر. 34

2-7-2-6- مولیبدن.. 35

2-7-3- تاثیر عناصر مختلف بر مرکبات و علایم کمبود آنها 36

2-7-4- میزان کود. 37

2-7-5- زمان و نحوه‌ مصرف کودها 37

2-7-6-……………… کود حیوانی.. 38

2-7-7-…………….. کودهای زیستی.. 39

2-7-7-1-  نیتروکسین ( ازتوباکتر – آزوسپیریلیوم) 42

2-7-7-2-  کود فسفاته بارور-2. 45

2-7-7-3-  هیومیک اسید. 48

 

فصل سوم: مواد و روش ها 53

3-1- شرایط انجام پژوهش…. 54

3-2- مواد گیاهی.. 54

3-3- تیمارهای آزمایشی.. 55

3-4- صفات مورد اندازه گیری.. 55

3-5- طرح آزمایشی و آنالیز آماری.. 58

 

فصل چهارم: نتـــایج.. 60

4-1- ویژگی های کمی عملکرد. 61

4-1-1- تعداد میوه. 62

4-1-2- عملکرد میوه. 63

4-1-3- اندازه میوه. 64

4-2- ویژگی های کیفی میوه…………….. 65

4-2-1- حجم آب میوه. 67

4-2-2- مواد جامد محلول میوه (TSS) 67

4-2-3- اسید میوه. 68

4-2-4- نسبت بریکس به اسید قابل تیتر. 69

4-2-5- رنگ میوه. 70

 

فصل پنجم: بحث و نتیجه گیری.. 75

5-1- ویژگی های کمی میوه. 76

تعداد میوه در درخت… 76

عملکرد درختان پرتقال.. 78

متوسط وزن و قطر میوه. 79

3-6- ویژگی های کیفی میوه. 80

جمع بندی.. 83

پیشنهادات.. 85

 

منابع.. 86

فهرست جدول ها

جدول 1-1- میزان تولید مركبات در كشورهای عمده جهان.. 6

جدول شماره 1-2. پراکندگی انواع مرکبات در استانهای کشور. 22

جدول شماره 2-2. مقدار مواد معدنی موجود در یک تن میوه پرتقال. 24

جدول 3-2. حداقل درجه حرارت قابل تحمل گونه های مختلف مركبات (برحسب سانتی گراد) 27

جدول 4-2- حد بهینه عناصر غذایی كم مصرف و پرمصرف در پرتقال. 38

جدول 1-3. ویژگی های فیزیکوشیمیایی خاک مورد استفاده. 54

جدول 1-4. نتایج تجزیه واریانس صفات کمی میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 61

جدول 4-2- نتایج تجزیه واریانس صفات کیفی میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 66

جدول 4-3-  نتایج تجزیه واریانس شاخص های رنگ میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 71

 

فهرست شکل ها

شکل 1-1- نواحی عمده کشت و کار مرکبات در ایران.. 7

شکل 1-2. نمایی از کود نیتروکسین مورد استفاده در این پژوهش، حاوی (ازتوباکتر و آزوسپیریلیوم) 45

شکل 2-2. نمایی از کود فسفاته بارور مورد استفاده در این پژوهش…. 48

شکل 3-2. نمایی از کود هیومیک اسید مورد استفاده در این پژوهش. 52

شکل 1-3. دستگاه رفرکتومتر مورد استفاده در تعیین مقدار TSS در آب میوه پرتقال. 56

شکل 2-3. تشکیل رنگ صورتی به عنوان نقطه پایان تیتراسیون اسید های آلی میوه. 57

شکل 3-3. دستگاه کرومامتر Minolta CR400 مورد استفاده در اندازه گیری رنگ میوه. 58

شکل 4-3. نقشه طرح آزمایشی در محل انجام پژوهش. 59

اسید هیونیک=AH، نیتروکسین=N و بارور2=B2. 59

شکل 1-4. اثر کاربرد کودهای زیستی بر تعداد میوه در هر درخت پرتقال والنسیا. 62

شکل 4-2- اثر کاربرد کودهای زیستی بر عملکرد میوه درختان پرتقال والنسیا. 63

شکل 4-3- اثر کاربرد کودهای زیستی بر متوسط وزن میوه پرتقال والنسیا. 64

شکل 4-4- اثر کاربرد کودهای زیستی بر قطر میوه پرتقال والنسیا. 65

شکل 4-5- اثر کاربرد کودهای زیستی بر حجم آب میوه پرتقال والنسیا. 67

شکل 4-6- اثر کاربرد کودهای زیستی بر مقدار مواد جامد محلول میوه پرتقال والنسیا. 68

شکل 4-7- اثر کاربرد کودهای زیستی بر درصد اسید قابل تیتر در آب میوه پرتقال والنسیا. 69

شکل 4-8- اثر کاربرد کودهای زیستی بر نسبت بریکس به اسید قابل تیتر در آب میوه پرتقال والنسیا. 70

 

2-7-2-عناصر كم مصرف.. 32

2-7-2-1- آهن.. 32

2-7-2-2- روی.. 33

2-7-2-3- منگنز. 34

2-7-2-4- مس…. 34

2-7-2-5- بر. 34

2-7-2-6- مولیبدن.. 35

2-7-3- تاثیر عناصر مختلف بر مرکبات و علایم کمبود آنها 36

2-7-4- میزان کود. 37

2-7-5- زمان و نحوه‌ مصرف کودها 37

2-7-6-……………… کود حیوانی.. 38

2-7-7-…………….. کودهای زیستی.. 39

2-7-7-1-  نیتروکسین ( ازتوباکتر – آزوسپیریلیوم) 42

2-7-7-2-  کود فسفاته بارور-2. 45

2-7-7-3-  هیومیک اسید. 48

 

فصل سوم: مواد و روش ها 53

3-1- شرایط انجام پژوهش…. 54

3-2- مواد گیاهی.. 54

3-3- تیمارهای آزمایشی.. 55

3-4- صفات مورد اندازه گیری.. 55

3-5- طرح آزمایشی و آنالیز آماری.. 58

 

فصل چهارم: نتـــایج.. 60

4-1- ویژگی های کمی عملکرد. 61

4-1-1- تعداد میوه. 62

4-1-2- عملکرد میوه. 63

4-1-3- اندازه میوه. 64

این مطلب را هم بخوانید :

4-2- ویژگی های کیفی میوه…………….. 65

4-2-1- حجم آب میوه. 67

4-2-2- مواد جامد محلول میوه (TSS) 67

4-2-3- اسید میوه. 68

4-2-4- نسبت بریکس به اسید قابل تیتر. 69

4-2-5- رنگ میوه. 70

 

فصل پنجم: بحث و نتیجه گیری.. 75

5-1- ویژگی های کمی میوه. 76

تعداد میوه در درخت… 76

عملکرد درختان پرتقال.. 78

متوسط وزن و قطر میوه. 79

3-6- ویژگی های کیفی میوه. 80

جمع بندی.. 83

پیشنهادات.. 85

 

منابع.. 86

فهرست جدول ها

جدول 1-1- میزان تولید مركبات در كشورهای عمده جهان.. 6

جدول شماره 1-2. پراکندگی انواع مرکبات در استانهای کشور. 22

جدول شماره 2-2. مقدار مواد معدنی موجود در یک تن میوه پرتقال. 24

جدول 3-2. حداقل درجه حرارت قابل تحمل گونه های مختلف مركبات (برحسب سانتی گراد) 27

جدول 4-2- حد بهینه عناصر غذایی كم مصرف و پرمصرف در پرتقال. 38

جدول 1-3. ویژگی های فیزیکوشیمیایی خاک مورد استفاده. 54

جدول 1-4. نتایج تجزیه واریانس صفات کمی میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 61

جدول 4-2- نتایج تجزیه واریانس صفات کیفی میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 66

جدول 4-3-  نتایج تجزیه واریانس شاخص های رنگ میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 71

 

فهرست شکل ها

شکل 1-1- نواحی عمده کشت و کار مرکبات در ایران.. 7

شکل 1-2. نمایی از کود نیتروکسین مورد استفاده در این پژوهش، حاوی (ازتوباکتر و آزوسپیریلیوم) 45

شکل 2-2. نمایی از کود فسفاته بارور مورد استفاده در این پژوهش…. 48

شکل 3-2. نمایی از کود هیومیک اسید مورد استفاده در این پژوهش. 52

شکل 1-3. دستگاه رفرکتومتر مورد استفاده در تعیین مقدار TSS در آب میوه پرتقال. 56

شکل 2-3. تشکیل رنگ صورتی به عنوان نقطه پایان تیتراسیون اسید های آلی میوه. 57

شکل 3-3. دستگاه کرومامتر Minolta CR400 مورد استفاده در اندازه گیری رنگ میوه. 58

شکل 4-3. نقشه طرح آزمایشی در محل انجام پژوهش. 59

اسید هیونیک=AH، نیتروکسین=N و بارور2=B2. 59

شکل 1-4. اثر کاربرد کودهای زیستی بر تعداد میوه در هر درخت پرتقال والنسیا. 62

شکل 4-2- اثر کاربرد کودهای زیستی بر عملکرد میوه درختان پرتقال والنسیا. 63

شکل 4-3- اثر کاربرد کودهای زیستی بر متوسط وزن میوه پرتقال والنسیا. 64

شکل 4-4- اثر کاربرد کودهای زیستی بر قطر میوه پرتقال والنسیا. 65

شکل 4-5- اثر کاربرد کودهای زیستی بر حجم آب میوه پرتقال والنسیا. 67

شکل 4-6- اثر کاربرد کودهای زیستی بر مقدار مواد جامد محلول میوه پرتقال والنسیا. 68

شکل 4-7- اثر کاربرد کودهای زیستی بر درصد اسید قابل تیتر در آب میوه پرتقال والنسیا. 69

شکل 4-8- اثر کاربرد کودهای زیستی بر نسبت بریکس به اسید قابل تیتر در آب میوه پرتقال والنسیا. 70

هدف از اجرای این تحقیق مقایسه میزان خود کارآمدی میان مدرسین زبان انگلیسی با توجه به تیپ های مختلف شخصیتی است. بدین منطور تعداد 90 مدرس زبان انگلیسی از شعبات مختلف موسسه آموزش زبان کیش در تهران که تمایل به همکاری در این زمینه داشتند به صورت اتفاقی انتخاب و طی آموزشی کوتاه با اهداف تحقیق، پرسشنامه ها و نهایتا نحوه پاسخگویی آشنا شدند. پرسشنامه های به کار گرفته شده در این تحقیق شامل فرمهای شاخص تیپهای شخصیتی مایرز- بریگز( فرم M)[1] و فرم تعیین میزان خودکارآمدی مدرسین[2] (24 سوال) میباشد. بدلیل تعداد اندک مدرسین در بیشتر تیپ های شخصیتی چهارگانه مایرز – بریگز، تیپ های دو گانه شخصیتی از لحاظ آماری با یکد یگر مقایسه شدند. جهت انجام کاهش میزان خطای ناشی از انجام چندین آزمون تی، میزان آلفا با تنظیم بنفرونی به مقدار 125/0 کاهش داده شد. نتایج نشان داد تنها تیپ شخصیتی برونگرا تفاوت معناداری با تیپ شخصیتی درونگرا از نظر خود کارآمدی دارد وتفاوتهای خودکارآمدی مشاهده شده بین سایر تیپ های شخصیتی معنادار نبود. امید است نتایج یادشده در این تحقیق بتواند جهت مسئولین آموزشی و همچنین مدرسین زبان انگلیسی با توجه به در نظر گرفتن تیپهای مختلف شخصیتی و میزان خودکارآمدی مفید واقع گردد.

[1] Myers-Briggs Type Indicator Form M

[2] Megan Tschannen-Moran, College of William and Mary

Anita Wool folk Hoy, the Ohio State University.

ABSTRACT

 

This study attempted to investigate whether EFL teachers with different personality types significantly differed in their self-efficacy beliefs. To fulfill the purpose of the study a total of 90 EFL teachers from different branches of Kish Language School were selected. Subsequent to a briefing session, they took Myers-Briggs Type Indicator (MBTI) and Ohio State Teacher Efficacy Scale known as Teachers’ Sense of Efficacy Scale (long form). The data was coded and descriptive statistics were computed. Due to the insufficient number of participants in many of the MBTI personality categories, the researcher was limited to comparing the self-efficacy of the teachers in the binary categories of Extrovert/Introvert, Sensing/iNtuitive, Feeling/Thinking, Perceiving/Judging personality types. Significant differences were only found between the self-efficacy of Extrovert and Introvert EFL teachers, with Extroverts manifesting higher self-efficacy beliefs. The observed differences between other binary categories were not significant. The findings of the study have implications for EFL teachers and teacher educators.

 

 

 

 

 

 

TABLE OF CONTENTS

 

Abstract		iii
TABLE OF CONTENTS		iv
List of Tables		vii
List of Figures هدف از اجرای این تحقیق مقایسه میزان خود کارآمدی میان مدرسین زبان انگلیسی با توجه به تیپ های مختلف شخصیتی است. بدین منطور تعداد 90 مدرس زبان انگلیسی از شعبات مختلف موسسه آموزش زبان کیش در تهران که تمایل به همکاری در این زمینه داشتند به صورت اتفاقی انتخاب و طی آموزشی کوتاه با اهداف تحقیق، پرسشنامه ها و نهایتا نحوه پاسخگویی آشنا شدند. پرسشنامه های به کار گرفته شده در این تحقیق شامل فرمهای شاخص تیپهای شخصیتی مایرز- بریگز( فرم M)[1] و فرم تعیین میزان خودکارآمدی مدرسین[2] (24 سوال) میباشد. بدلیل تعداد اندک مدرسین در بیشتر تیپ های شخصیتی چهارگانه مایرز – بریگز، تیپ های دو گانه شخصیتی از لحاظ آماری با یکد یگر مقایسه شدند. جهت انجام کاهش میزان خطای ناشی از انجام چندین آزمون تی، میزان آلفا با تنظیم بنفرونی به مقدار 125/0 کاهش داده شد. نتایج نشان داد تنها تیپ شخصیتی برونگرا تفاوت معناداری با تیپ شخصیتی درونگرا از نظر خود کارآمدی دارد وتفاوتهای خودکارآمدی مشاهده شده بین سایر تیپ های شخصیتی معنادار نبود. امید است نتایج یادشده در این تحقیق بتواند جهت مسئولین آموزشی و همچنین مدرسین زبان انگلیسی با توجه به در نظر گرفتن تیپهای مختلف شخصیتی و میزان خودکارآمدی مفید واقع گردد. [1] Myers-Briggs Type Indicator Form M [2] Megan Tschannen-Moran, College of William and Mary Anita Wool folk Hoy, the Ohio State University. ABSTRACT   This study attempted to investigate whether EFL teachers with different personality types significantly differed in their self-efficacy beliefs. To fulfill the purpose of the study a total of 90 EFL teachers from different branches of Kish Language School were selected. Subsequent to a briefing session, they took Myers-Briggs Type Indicator (MBTI) and Ohio State Teacher Efficacy Scale known as Teachers’ Sense of Efficacy Scale (long form). The data was coded and descriptive statistics were computed. Due to the insufficient number of participants in many of the MBTI personality categories, the researcher was limited to comparing the self-efficacy of the teachers in the binary categories of Extrovert/Introvert, Sensing/iNtuitive, Feeling/Thinking, Perceiving/Judging personality types. Significant differences were only found between the self-efficacy of Extrovert and Introvert EFL teachers, with Extroverts manifesting higher self-efficacy beliefs. The observed differences between other binary categories were not significant. The findings of the study have implications for EFL teachers and teacher educators.             TABLE OF CONTENTS   Abstract iii TABLE OF CONTENTS iv List of Tables vii List of Figures viii CHAPTER I                  Background and Purpose 1.1 Introduction……………………………… 1 1.2 Statement of the Problem……………………… 9 1.3 Statement of the Research Question……………… 13 1.4 Statement of the Research Hypotheses……………… 13 1.5 Definition of Key Terms………………… 13 1.5.1 Teacher’s Self-Efficacy…………………………. 13 1.5.2 Personality Types……………………… 14 1.5.3 Individuation……………………… 14 1.6 Significance of the Study…………………… 15 1.7 Limitations and Delimitations of the Study…………… 16 1.7.1 Limitations………………… 16 1.7.2          Delimitation……………………… 18 CHAPTER II                Review of the Related Literature 2.1 Introduction…………………………… 19 2.2 Personality Types…………………………………… 19 2.2.1 Myers-Briggs Type Indicator (MBTI)………………….. 23 2.2.2 Related Researches on Teachers’ Personality………… 28 2.2.3 Conceptual Framework……………. 33 2.3 Self-Efficacy………………… 34 CHAPTER III CHA II            Methodology   3.1 Introduction…………………………………… 45 3.2 Participants………………………………….. 45 3.3 Instrumentation………………………………………………… 46 3.3.1 Myers-Briggs Type Indicator (MBTI)…………………… 46 3.3.2 Teachers’ Sense of Efficacy Scale……………………… 49 3.4 Procedure…………………………………………….. 50 3.5 Research Design………………………….. 51 3.6 Statistical Analysis………………… 51 CHAPTER IV               Data Analysis and Discussion 4.1 Introduction………………………………… 53 4.2 Restatement of the Hypotheses……………… 53 4.3 Data Analyses…………………………………………… 54 4.3.1 Descriptive Statistics…………………………………… 54 4.3.1.1 Descriptive Statistics of the MBTI Questionnaire……… 55 4.3.1.2 Descriptive Statistics of the Self-Efficacy Questionnaire…… 56 4.3.2 Inferential Statistics………………………… 59 4.4 Discussion…………………………… 64 CHAPTER V                 Conclusions and Pedagogical Implications 5.1           Introduction…………………. 70 5.2           Restatement of the Hypotheses…………………….. 71 5.3 Summary of the Research Findings………… 72 5.4 Conclusion……………………………. 74 5.5 Pedagogical Implications……… 76 5.6 Suggestion for Further Research… 78 5.7 Concluding Remarks…… 79 REFERENCES REFERE 80 APPENDICES Appendices     Appendix A………………… 90   Appendix B…………………………………………… 103                         LIST OF TABLES     Table 2.1   Jungian Personality Factors Measured by the Myers-Briggs Type Indicator…    26 Table 2.2   Teacher Type Descriptions (Adapted from Myers et al., 1998)……………        27 Table 4.1   The Number of Teachers in Each Personality Type…………                              55 Table 4.2   The Number of Teachers in Each Binary Personality Type………                      56 Table 4.3   Reliability of the MBTI Questionnaire………………………                              56 Table 4.4   Reliability Estimate of the Self-Efficacy Questionnaire………………                56 Table 4.5   Descriptive Statistics for Extrovert and Introvert Teachers……………               57 Table 4.6   Descriptive Statistics for iNtuitive and Sensing Teachers……………                 57 Table 4.7   Descriptive Statistics for Feeling and Thinking Teachers……………                 58 Table 4.8   Descriptive Statistics for Perceiving and Judging Teachers………………          58 Table 4.9   Independent Samples t-test for Extrovert and Introvert EFL Teachers’ Self-    Efficacy………………………………………………………………                        60 Table 4.10 Independent Samples t-test for Sensing and iNtuitive EFL Teachers’ Self-Efficacy     ………………………………………………………………………                          61 Table 4.11 Independent Samples t-test for Thinking and Feeling EFL Teachers’ Self-Efficacy  ……………………………………………………………………                              62 Table 4.12 Independent Samples t-test for Judging and Perceiving EFL Teachers’ Self- Efficacy………………………………………………………………………………64         LIST OF FIGURES     Figure 2.1   Jung’s classification of psychological types (adopted from Jung, 1971)……………….22 Figure  2.2     Conceptual Framework……………………………………………………………………………34 Figure 2.3   Bandura’s Theory of Self-Efficacy………………………………………………………..44   CHAPTER I Background and Purpose 1.1Introduction There is a general concern about the quality of education all over the world and all the countries are looking for qualified educators and effective teachers. Undoubtedly, the impact of education is derived primarily from the quality it owns. Many indicators, namely the quality of the materials, students’ and teachers’ motivation , the educational environment, students’ aptitudes, teaching methods and teachers’ personality types among many other determinants pave the way to better education (Henson & Chambers, 2003 ; Kalayci, 2009; Sadker & Sadker, 2000). This concern is perhaps more central for teachers; “Most teachers do not want to be just good teachers, they want to be great teachers” (Nwrel, 2001; as cited in Strong, 2007, p. 1). In essence, effective teachers have a constant impact on students’ lives. Teacher effectiveness is a concept which has been defined in terms of high performance based on elements rating from supervisors, comments from students or administrators, students’ achievements, and teachers’ image of themselves. Moreover, teachers are the representative of their subject matters, schools and more importantly the way they view themselves. The way they teach and present themselves make an impression on administrators, parents, and students as well (Strong. 2007). Effective teaching is best accompanied when effective learning occurs (Muijs & Reynolds, 2005). As Adkins (2006) quotes himself effective teaching has a crucial role in academic achievement. It is difficult to specify exactly what outcomes indicate teacher effectiveness; hence, there are varieties of variables that teachers cannot control (Strong, 2007). Nunn and Jants (2009) noted that successful teachers are those who are proficient and are able to deal with educational and behavioral problems that occur in their classrooms. Moreover, it is the teachers’ job to manage and run the learning environment presented in schools. In fact, a teacher should be knowledgeable, skillful, and competent enough to be able to teach effectively, and at the same time believe in his/her abilities (Fox, 2005). The most effective teachers, on the other hand, are defined as those who engage students academically while connecting with them emotionally in ways that create remarkable differences in both experience and results for their students (Waddell, 2009). Sadker and Sadker (2000) believe that there is little evidence regarding specific skills that result in good teaching. Hence, there have been some insights into it. They categorize those factors as allocated time on academic content, good classroom management and planning, and the pedagogical cycle that describes the interaction between the teacher and students’ cooperative learning. Teachers’ achievements, success, and satisfaction in their teaching experiences can result from a variety of factors. Brown (2007) believes that personality factors such as affective indicators (self-esteem, self-efficacy, inhibition, anxiety, empathy, and extroversion), motivation, and personality types play key roles in the process of language learning and teaching. Teachers, on the whole, attempt to understand and apply a wide range of techniques when teaching their students. Their preferred teaching styles and personality types may influence the techniques they make use of. When teachers challenge to examine and interpret their teaching styles and the dynamism behind it, they explore their inner selves. Their preferences for a given “function” are their characteristics, and so they might be “typed” by these preferences (Jung, 1971, p. 23). Some scholars such as Cooper (2001), Tschannen-Moran (1998), Zhang (2007), Yilmaz and Çavaş (2008), Rahimi and Nabilou (2010), Tschannen-Moran and Woolfolk Hoy (2001), and Kennedy (1991) are in the belief that Teachers’ teaching styles are respectively associated with teachers’ personality, their content knowledge, their behavior in the class, how they manage their classes, the context of teaching, self-efficacy and locus of control. Teachers’ confidence in their ability to perform the actions that lead to student learning (i.e., teachers’ self-efficacy) is one of the few individual characteristics that reliably predicts teacher practice and student outcomes (Ross, 1994; Woolfolk & Hoy, 1990). To assess the personality types, Myers-Briggs Type Indicator (MBTI) is known to be amongst the most popular measures. It is the most widely used personality type assessment in organizations (Myers, McCaulley, Quenk, & Hammer, 1998). The aforesaid indicator is utilized to analyze and interpret a wide range of activities incorporating career, counseling, communication and situation in which cooperation and teamwork are taken into consideration. It is to note that the indicator is used in education as well, so as to analyze and compare the education system, teachers, and students. MBTI was inspired by and devised based on Jung’s theory of personality type, which, in actual fact, introduced four basic psychic functions. The mentioned functions are capable of becoming conscious: Intuition, Sensation, Feeling and Thinking. He maintained that differences found in behaviors were because of inborn tendencies to make use of minds in diverse ways, leading to patterns of behavior (Myers, 1998). The indicator was developed over a 20-year period of research by Isabel Myers and her mother, Katherine Briggs. It is a self-report, paper and pencil assessment of style preferences. It does not measure personality characteristics or pathology, but rather characterizes people by their natural preferences (Myers, McCaulley, Quenk, & Hammer, 1998). Wheeler (2001) is in the belief that: “MBTI classifies each person into one of the 16 personality types by first identifying each individuals four preferences; i.e., whether the person prefers E or I, S or N, T or F, and J or P”. He then continues: “the four preferences are then combined into the personality type via a four-way interaction. Thus, the test is primarily a sorting indicator that categorizes each participant into a personality type based on the results obtained from four bipolar scales” (p. 7). Another subject of concern is what Jung (1971) raised as individuation. In actual fact it is the process which differentiates individuals from the general, collective society or group. Accordingly, people come to see their similarities and differences. Meier (1986) states that, “Jung’s most important contribution to psychology was the discovery and practice of the process of individuation”. He then continues “individuation begins and ends with typology” (p. 242). Jung (1971) held that “It is not a physiognomy and not an anthropological system, but a critical psychology dealing with the organization and delimitation of psychic process that can be shown to be typical” (p. 15). In fact, he aimed at describing individual types of the personality, explaining individual differences of cognition and different ways to express personality through utilization of the psychic functions of intuition, sensation, and thinking, along with the attitudinal types of introversion and extraversion. As Jung (1971) quoted himself, “since every man, as a relatively stable being possesses all the basic psychological functions, it could be a psychological necessity with a view to perfect adaption that he should also employ them in equal measure” (p. 19). Apparently, through individuation he made an endeavor to differentiate and explain the four functions and the attitudinal types of introversion and extraversion. However, he did not attempt to present a model of how the mentioned functions would appear in the beginning psyche of an individual. Accordingly, such a model would contribute to psychology’s understanding of the individuation process, particularly the beginning of human life. It has always been of great interest to focus on the ways people behave or think. These items have had direct consequences on those people around them. As a result, there is a general social interest to understand different behaviors, beliefs, and personality types, and to predict them accordingly. According to Myers (1993), people are born with tendencies that make their behaviors different from one another; subsequently, they use their minds in different ways. At the same time as people act on these tendencies to use their minds, they develop patterns of behavior called personality types. The issue of personality assessment has a long history in different fields. Thornton, Peltier and Hill (2005) maintain that in case there is an appropriate selection procedure for pre-service teachers, the quality of new teachers could be improved. Bearing personality in mind, more restrictive requirements could be set in the decision made. However, it is difficult to define personality itself.  As Allport (as cited in Lanyan & Goodstein, 1999) puts in, “personality is an abstraction for those enduring characteristics of the person that are significant for his or her interpersonal behavior” (p. 45). According to Thornton, Peltier, and Hill (2005), those people who have a certain personality type seem to have common characteristics similar to the members of their own type and group than another group. People in one group think and act in a similar way while their behavior and way of thinking is different from those in other groups. What is more, as individuals grow and develop, they also improve certain patterns of behavior and attitudes that indicate their personality type. As noted by Akbari, “while all educators have become conscious of the role personality and affect play in students’ learning outcomes and performance, teachers’ personality is a missing variable in most of the discussions on professional development” (2007, p. 201). He further maintains that, “Like students, teachers can be slaves to their personalities, responding in emotional terms to events that might appear of a cognitive nature” (p.201). Another subject of great concern, which has always been of obvious interest to researchers, is self-efficacy, specifically teachers’ self-efficacy. It is, in essence, a criterion through which a teacher can measure his or her ability to provide the students with learning (Tschannen-Moran & Woolfolk Hoy, 2001). Bandura (1997) is in the belief that self-efficacy is a set of beliefs about one`s ability to “organize and execute the courses of action required to produce given attainment” (p.3). Tschannen- Moran and Woolfolk (2001) asserted that teaching efficacy was a broad spectrum, which could be divided into efficacy in classroom management, student engagement, and instructional strategies. The aforementioned theory of perceived self-efficacy is grounded in one’s belief of his/her capabilities. That is to mention that it can affect every aspect of one’s life. As Bandura (1977) quoted himself, “We find that people’s beliefs about their efficacy affect the sorts of choices they make in very significant ways. In particular, it affects their levels of motivation and perseverance in the face of obstacles”. He then continued “Most success requires persistent effort, so low self-efficacy becomes a self-limiting process.  In order to succeed, people need a sense of self-efficacy, strung together with resilience to meet the inevitable obstacles and inequities of life” (pp. 191-215). Those with overall high perceived self-efficacy often think of high goals to achieve and maintain endurance despite challenges. Then, in case of failure recuperate more quickly and attribute failure to lack of skills or knowledge, rather than deficits in personal capabilities. The noted individuals are more successful in life, and at the same time experience lower levels of depression and stress (Bandura, 1994), While Individuals with overall low self-efficacy concentrate more on lack of skills, their personal deficiencies, and self-doubts as well. These individuals are hampered by obstacles, which often lead to higher rates of failure and usually exert less effort, set lower goals and as a result experience less success.  Accordingly, they are less likely to recover from setbacks and experience high rates of depression and stress (Bandura, 1994, 1982). Self-efficacy is task specific and as a result differs from one activity to another. According to Pajares (1996), self-efficacy is domain specific. Individuals could have high self-efficacy in some areas and at the same time low one in others. For instance, someone may have high levels of self-efficacy at work and low levels of it in the area of weight management. Self-efficacy has to be measured in individual domains that examine perceived self-efficacy of specific tasks. To sum up, “Self-efficacy judgments, whether accurate or faulty, influence choice of activities and environmental settings. People avoid activities that they believe exceed their coping capabilities, but they undertake and perform assuredly those that they judge themselves capable of managing” (Bandura, 1997, pp.191-215). The question arises, then, whether personality of teachers is an indicator of their self-efficacy. 1.2 Statement of the Problem People differ from one another depending on their personalities. According to Lawrence (1993), personality, in essence, refers to the patterns of behaviors, presented by individuals. The subject of personality has been the concern of many researchers (Farely, 1970). Schmeck (1988) points out the importance and usefulness of identification of educationally relevant personal attribute. Not to mention, personality traits have deep effects on one’s qualification. In the case of teachers, it has assuredly great effects on teaching profession, as well. A rich body of research is indicative of the fact that teachers have the most significant influence on students’ attainments and success (Saha & Dworkin, 2009; Akbari et al., 2008). Accordingly, the qualifications of students are closely related to the qualification of teachers, to the extent that they can directly influence the academic success of students. Meanwhile, teachers’ characteristics can affect their own professional qualification as well. Since teachers play a pivotal role in pedagogical success, knowing their personality factors are known to be of cardinal significance. It has been revealed by a large body of research that the relationship between personality types and some dependent constructs (learning style, career preference, and  academic success) has been of great interest in North America while very limited studies have been done in this regard in educational settings of other parts of the world (Bremer, 2007). The paucity of information in this area was noticeable to the researcher. It seems that the effective and successful teachers share some common characteristics and those with low efficiency might have certain		viii
CHAPTER I                  Background and Purpose
1.1	Introduction………………………………	1
1.2	Statement of the Problem………………………	9
1.3	Statement of the Research Question………………	13
1.4	Statement of the Research Hypotheses………………	13
1.5	Definition of Key Terms…………………	13
1.5.1	Teacher’s Self-Efficacy………………………….	13
1.5.2	Personality Types………………………	14
1.5.3	Individuation………………………	14
1.6	Significance of the Study……………………	15
1.7	Limitations and Delimitations of the Study……………	16
1.7.1	Limitations…………………	16
1.7.2	Delimitation………………………	18
CHAPTER II                Review of the Related Literature
2.1	Introduction……………………………	19
2.2	Personality Types……………………………………	19
2.2.1	Myers-Briggs Type Indicator (MBTI)…………………..	23
2.2.2	Related Researches on Teachers’ Personality…………	28
2.2.3	Conceptual Framework…………….	33
2.3	Self-Efficacy…………………	34
CHAPTER III	CHA II            Methodology
3.1	Introduction……………………………………	45
3.2	Participants…………………………………..	45
3.3	Instrumentation…………………………………………………	46
3.3.1	Myers-Briggs Type Indicator (MBTI)……………………	46
3.3.2	Teachers’ Sense of Efficacy Scale………………………	49
3.4	Procedure……………………………………………..	50
3.5	Research Design…………………………..	51
3.6	Statistical Analysis…………………	51
CHAPTER IV               Data Analysis and Discussion
4.1	Introduction…………………………………	53
4.2	Restatement of the Hypotheses………………	53
4.3	Data Analyses……………………………………………	54
4.3.1	Descriptive Statistics……………………………………	54
4.3.1.1	Descriptive Statistics of the MBTI Questionnaire………	این مطلب را هم بخوانید :	این مطلب را هم بخوانید :	55
4.3.1.2	Descriptive Statistics of the Self-Efficacy Questionnaire……	56
4.3.2	Inferential Statistics…………………………	59
4.4	Discussion……………………………	64
CHAPTER V                 Conclusions and Pedagogical Implications
5.1	Introduction………………….	70
5.2	Restatement of the Hypotheses……………………..	71
5.3	Summary of the Research Findings…………	72
5.4	Conclusion…………………………….	74
5.5	Pedagogical Implications………	76
5.6	Suggestion for Further Research…	78
5.7	Concluding Remarks……	79
REFERENCES	REFERE	80
APPENDICES	Appendices
	Appendix A…………………	90
	Appendix B……………………………………………	103

 

 

 

 

 

 

 

 

 

 

 

 

LIST OF TABLES

 

 

Table 2.1   Jungian Personality Factors Measured by the Myers-Briggs Type Indicator…    26

Table 2.2   Teacher Type Descriptions (Adapted from Myers et al., 1998)……………        27

Table 4.1   The Number of Teachers in Each Personality Type…………                              55

Table 4.2   The Number of Teachers in Each Binary Personality Type………                      56

Table 4.3   Reliability of the MBTI Questionnaire………………………                              56

Table 4.4   Reliability Estimate of the Self-Efficacy Questionnaire………………                56

Table 4.5   Descriptive Statistics for Extrovert and Introvert Teachers……………               57

Table 4.6   Descriptive Statistics for iNtuitive and Sensing Teachers……………                 57

Table 4.7   Descriptive Statistics for Feeling and Thinking Teachers……………                 58

Table 4.8   Descriptive Statistics for Perceiving and Judging Teachers………………          58

Table 4.9   Independent Samples t-test for Extrovert and Introvert EFL Teachers’ Self-    Efficacy………………………………………………………………                        60

Table 4.10 Independent Samples t-test for Sensing and iNtuitive EFL Teachers’ Self-Efficacy     ………………………………………………………………………                          61

Table 4.11 Independent Samples t-test for Thinking and Feeling EFL Teachers’ Self-Efficacy  ……………………………………………………………………                              62

Table 4.12 Independent Samples t-test for Judging and Perceiving EFL Teachers’ Self- Efficacy………………………………………………………………………………64

 

 

 

 

LIST OF FIGURES

 

 

Figure 2.1   Jung’s classification of psychological types (adopted from Jung, 1971)……………….22

Figure  2.2     Conceptual Framework……………………………………………………………………………34

Figure 2.3   Bandura’s Theory of Self-Efficacy………………………………………………………..44

 

CHAPTER I

Background and Purpose

1.1Introduction

There is a general concern about the quality of education all over the world and all the countries are looking for qualified educators and effective teachers. Undoubtedly, the impact of education is derived primarily from the quality it owns. Many indicators, namely the quality of the materials, students’ and teachers’ motivation , the educational environment, students’ aptitudes, teaching methods and teachers’ personality types among many other determinants pave the way to better education (Henson & Chambers, 2003 ; Kalayci, 2009; Sadker & Sadker, 2000). This concern is perhaps more central for teachers; “Most teachers do not want to be just good teachers, they want to be great teachers” (Nwrel, 2001; as cited in Strong, 2007, p. 1).

In essence, effective teachers have a constant impact on students’ lives. Teacher effectiveness is a concept which has been defined in terms of high performance based on elements rating from supervisors, comments from students or administrators, students’ achievements, and teachers’ image of themselves. Moreover, teachers are the representative of their subject matters, schools and more importantly the way they view themselves. The way they teach and present themselves make an impression on administrators, parents, and students as well (Strong. 2007). Effective teaching is best accompanied when effective learning occurs (Muijs & Reynolds, 2005).

As Adkins (2006) quotes himself effective teaching has a crucial role in academic achievement. It is difficult to specify exactly what outcomes indicate teacher effectiveness; hence, there are varieties of variables that teachers cannot control (Strong, 2007). Nunn and Jants (2009) noted that successful teachers are those who are proficient and are able to deal with educational and behavioral problems that occur in their classrooms. Moreover, it is the teachers’ job to manage and run the learning environment presented in schools. In fact, a teacher should be knowledgeable, skillful, and competent enough to be able to teach effectively, and at the same time believe in his/her abilities (Fox, 2005).

The most effective teachers, on the other hand, are defined as those who engage students academically while connecting with them emotionally in ways that create remarkable differences in both experience and results for their students (Waddell, 2009). Sadker and Sadker (2000) believe that there is little evidence regarding specific skills that result in good teaching. Hence, there have been some insights into it. They categorize those factors as allocated time on academic content, good classroom management and planning, and the pedagogical cycle that describes the interaction between the teacher and students’ cooperative learning.

Teachers’ achievements, success, and satisfaction in their teaching experiences can result from a variety of factors. Brown (2007) believes that personality factors such as affective indicators (self-esteem, self-efficacy, inhibition, anxiety, empathy, and extroversion), motivation, and personality types play key roles in the process of language learning and teaching.

Teachers, on the whole, attempt to understand and apply a wide range of techniques when teaching their students. Their preferred teaching styles and personality types may influence the techniques they make use of. When teachers challenge to examine and interpret their teaching styles and the dynamism behind it, they explore their inner selves. Their preferences for a given “function” are their characteristics, and so they might be “typed” by these preferences (Jung, 1971, p. 23).

Some scholars such as Cooper (2001), Tschannen-Moran (1998), Zhang (2007), Yilmaz and Çavaş (2008), Rahimi and Nabilou (2010), Tschannen-Moran and Woolfolk Hoy (2001), and Kennedy (1991) are in the belief that Teachers’ teaching styles are respectively associated with teachers’ personality, their content knowledge, their behavior in the class, how they manage their classes, the context of teaching, self-efficacy and locus of control. Teachers’ confidence in their ability to perform the actions that lead to student learning (i.e., teachers’ self-efficacy) is one of the few individual characteristics that reliably predicts teacher practice and student outcomes (Ross, 1994; Woolfolk & Hoy, 1990).

To assess the personality types, Myers-Briggs Type Indicator (MBTI) is known to be amongst the most popular measures. It is the most widely used personality type assessment in organizations (Myers, McCaulley, Quenk, & Hammer, 1998). The aforesaid indicator is utilized to analyze and interpret a wide range of activities incorporating career, counseling, communication and situation in which cooperation and teamwork are taken into consideration. It is to note that the indicator is used in education as well, so as to analyze and compare the education system, teachers, and students.

MBTI was inspired by and devised based on Jung’s theory of personality type, which, in actual fact, introduced four basic psychic functions. The mentioned functions are capable of becoming conscious: Intuition, Sensation, Feeling and Thinking. He maintained that differences found in behaviors were because of inborn tendencies to make use of minds in diverse ways, leading to patterns of behavior (Myers, 1998). The indicator was developed over a 20-year period of research by Isabel Myers and her mother, Katherine Briggs. It is a self-report, paper and pencil assessment of style preferences. It does not measure personality characteristics or pathology, but rather characterizes people by their natural preferences (Myers, McCaulley, Quenk, & Hammer, 1998).

Wheeler (2001) is in the belief that: “MBTI classifies each person into one of the 16 personality types by first identifying each individuals four preferences; i.e., whether the person prefers E or I, S or N, T or F, and J or P”. He then continues: “the four preferences are then combined into the personality type via a four-way interaction. Thus, the test is primarily a sorting indicator that categorizes each participant into a personality type based on the results obtained from four bipolar scales” (p. 7).

Another subject of concern is what Jung (1971) raised as individuation. In actual fact it is the process which differentiates individuals from the general, collective society or group. Accordingly, people come to see their similarities and differences.

Meier (1986) states that, “Jung’s most important contribution to psychology was the discovery and practice of the process of individuation”. He then continues “individuation begins and ends with typology” (p. 242). Jung (1971) held that “It is not a physiognomy and not an anthropological system, but a critical psychology dealing with the organization and delimitation of psychic process that can be shown to be typical” (p. 15). In fact, he aimed at describing individual types of the personality, explaining individual differences of cognition and different ways to express personality through utilization of the psychic functions of intuition, sensation, and thinking, along with the attitudinal types of introversion and extraversion. As Jung (1971) quoted himself, “since every man, as a relatively stable being possesses all the basic psychological functions, it could be a psychological necessity with a view to perfect adaption that he should also employ them in equal measure” (p. 19).

Apparently, through individuation he made an endeavor to differentiate and explain the four functions and the attitudinal types of introversion and extraversion. However, he did not attempt to present a model of how the mentioned functions would appear in the beginning psyche of an individual. Accordingly, such a model would contribute to psychology’s understanding of the individuation process, particularly the beginning of human life.

It has always been of great interest to focus on the ways people behave or think. These items have had direct consequences on those people around them. As a result, there is a general social interest to understand different behaviors, beliefs, and personality types, and to predict them accordingly.

According to Myers (1993), people are born with tendencies that make their behaviors different from one another; subsequently, they use their minds in different ways. At the same time as people act on these tendencies to use their minds, they develop patterns of behavior called personality types. The issue of personality assessment has a long history in different fields.

Thornton, Peltier and Hill (2005) maintain that in case there is an appropriate selection procedure for pre-service teachers, the quality of new teachers could be improved. Bearing personality in mind, more restrictive requirements could be set in the decision made. However, it is difficult to define personality itself.  As Allport (as cited in Lanyan & Goodstein, 1999) puts in, “personality is an abstraction for those enduring characteristics of the person that are significant for his or her interpersonal behavior” (p. 45).

According to Thornton, Peltier, and Hill (2005), those people who have a certain personality type seem to have common characteristics similar to the members of their own type and group than another group. People in one group think and act in a similar way while their behavior and way of thinking is different from those in other groups.

What is more, as individuals grow and develop, they also improve certain patterns of behavior and attitudes that indicate their personality type. As noted by Akbari, “while all educators have become conscious of the role personality and affect play in students’ learning outcomes and performance, teachers’ personality is a missing variable in most of the discussions on professional development” (2007, p. 201). He further maintains that, “Like students, teachers can be slaves to their personalities, responding in emotional terms to events that might appear of a cognitive nature” (p.201).

Another subject of great concern, which has always been of obvious interest to researchers, is self-efficacy, specifically teachers’ self-efficacy. It is, in essence, a criterion through which a teacher can measure his or her ability to provide the students with learning (Tschannen-Moran & Woolfolk Hoy, 2001). Bandura (1997) is in the belief that self-efficacy is a set of beliefs about one`s ability to “organize and execute the courses of action required to produce given attainment” (p.3). Tschannen- Moran and Woolfolk (2001) asserted that teaching efficacy was a broad spectrum, which could be divided into efficacy in classroom management, student engagement, and instructional strategies. The aforementioned theory of perceived self-efficacy is grounded in one’s belief of his/her capabilities. That is to mention that it can affect every aspect of one’s life.

As Bandura (1977) quoted himself, “We find that people’s beliefs about their efficacy affect the sorts of choices they make in very significant ways. In particular, it affects their levels of motivation and perseverance in the face of obstacles”. He then continued “Most success requires persistent effort, so low self-efficacy becomes a self-limiting process.  In order to succeed, people need a sense of self-efficacy, strung together with resilience to meet the inevitable obstacles and inequities of life” (pp. 191-215).

Those with overall high perceived self-efficacy often think of high goals to achieve and maintain endurance despite challenges. Then, in case of failure recuperate more quickly and attribute failure to lack of skills or knowledge, rather than deficits in personal capabilities. The noted individuals are more successful in life, and at the same time experience lower levels of depression and stress (Bandura, 1994), While Individuals with overall low self-efficacy concentrate more on lack of skills, their personal deficiencies, and self-doubts as well. These individuals are hampered by obstacles, which often lead to higher rates of failure and usually exert less effort, set lower goals and as a result experience less success.  Accordingly, they are less likely to recover from setbacks and experience high rates of depression and stress (Bandura, 1994, 1982). Self-efficacy is task specific and as a result differs from one activity to another. According to Pajares (1996), self-efficacy is domain specific. Individuals could have high self-efficacy in some areas and at the same time low one in others. For instance, someone may have high levels of self-efficacy at work and low levels of it in the area of weight management. Self-efficacy has to be measured in individual domains that examine perceived self-efficacy of specific tasks.

To sum up, “Self-efficacy judgments, whether accurate or faulty, influence choice of activities and environmental settings. People avoid activities that they believe exceed their coping capabilities, but they undertake and perform assuredly those that they judge themselves capable of managing” (Bandura, 1997, pp.191-215). The question arises, then, whether personality of teachers is an indicator of their self-efficacy.

1.2 Statement of the Problem

People differ from one another depending on their personalities. According to Lawrence (1993), personality, in essence, refers to the patterns of behaviors, presented by individuals. The subject of personality has been the concern of many researchers (Farely, 1970). Schmeck (1988) points out the importance and usefulness of identification of educationally relevant personal attribute.

Not to mention, personality traits have deep effects on one’s qualification. In the case of teachers, it has assuredly great effects on teaching profession, as well. A rich body of research is indicative of the fact that teachers have the most significant influence on students’ attainments and success (Saha & Dworkin, 2009; Akbari et al., 2008). Accordingly, the qualifications of students are closely related to the qualification of teachers, to the extent that they can directly influence the academic success of students. Meanwhile, teachers’ characteristics can affect their own professional qualification as well. Since teachers play a pivotal role in pedagogical success, knowing their personality factors are known to be of cardinal significance.

It has been revealed by a large body of research that the relationship between personality types and some dependent constructs (learning style, career preference, and  academic success) has been of great interest in North America while very limited studies have been done in this regard in educational settings of other parts of the world (Bremer, 2007). The paucity of information in this area was noticeable to the researcher.

It seems that the effective and successful teachers share some common characteristics and those with low efficiency might have certain